Tbx-Subito-Softer

sample excerpt from
Igniting Response: the conductor's toolbox
DYNAMICS

Here's the score to the excerpt: Shostakovich Symphony #5; iv; mm 46-60.
(only strings shown - to save space).

Do listen carefully for their subito piano at 54.

Then scroll down to see the step-by-step rehearsal process for creating that subito p.

Use the same approach with your ensembles and - no matter the level of experience,
expertise...or how many kids take private lessons - you will create equally dramatic results!

Muscles - not minds - made that sub. p at 53.

Relying on thinking "Play Soft!" doesn't work - for the All-Staters or for your students:
Unless trained to do differently, muscles react to the thought "Play soft!" a few beats later.
As you know, movement is faster than thought.

Step-by-Step summary

You can do this, too - regardless of students' age, grade, or achievement level.
Reason: it's about training muscles slowly (and keeping students engaged while you do it).

Step 1: Isolate Challenge
FF to immediate subito p at fast tempo

Step 2: Identify Solution
Replace the mind thinking "ff" - with drilling ff into
muscle memory.

Step 3: Develop Rehearsal Plan
Replace the mind thinking "ff" - with drilling ff into muscle memory (MM)

1. Create powerful ff at 53

2. Drill ff at 53 into MM

3. Create hushed p at 54

4. Drill p at 54 into MM

5. Drill ff-p sequence into MM

6. Enlarge sequence: add notes before and after, one at a time

llow tempo to increase

at its own pace -

it will:

oddlers walk, then run -

only

after muscles master crawling.

A few sample Tips from Igniting Response on Carrying out the Rehearsal Plan

1. Create powerful ff at 53

Create the ff you want their muscles to remember.
Play the first note; it'll be "mezzo-something."

They're unlikely to make a powerful

simply because it's in the music.

We must engage them, make it personally important:

How many played their loudest?

Really?

How many could play it louder?"

What if your life depended on it? How would that sound?"

After another try: "Was that the absolute loudest you can play?

Who can play it louder?

In life, when have you had to try harder than you wanted? (wait for

answers - this is

critical

So - is this good training for life, this

of ours?"

2. Drill ff at 53 into M

How does it

feel

Don't worry about how

soft

it sounds - what's the

feeling

Where do you feel that?

Point to that spot.

Great

! N

ow let's do it some more so you

(your

muscles)

can memorize that

feeling.

Remember - it's not about the mind.

If it were, all they'd have to do is follow your instructions to watch and

change fast.

But without having it in their muscle memory, they simply

cannot

do it

physically.

3. Create hushed p at 54
4. Drill p at 54 into MM

Same spirit as

5. Drill ff-p into MM
6. Add notes one at a time

Build attention and engagement every step of the way
Without attention and engagement, they won't pay attention to what

they're

experiencing, and their muscles will learn incorrect execution.

Remember: practice makes permanent, not perfect (Shinichi Suzuki)
Rehearse just like you practice.

A few sample Underlying Elements, Challenges & Dialogs from Igniting Response
This sounds too simple - can't possibly work	It does seem a bit simple. But isn't some version of this how we, ourselves, practice? Isn't it about getting it into our muscle memory? If we professional musicians need to do it - how much more so for our students. Think about it: drilling correct execution into muscles created toddlers who walk and run, button buttons and snap snaps. I don't expect you to believe this completely - try it out on just one spot in what you're rehearsing now and see,
My kids won't go for it - it's too different from how they're used to working.	Explain process, help them relate: "When you were younger, what did you do slowly...that you can do fast now?" (Let them answer: buttoning, walking, fingering their instruments, etc.) Transfer responsibility continually: " Was it louder? Can you do it even louder? Saxes: were the clarinets really ppp?" To build engagement and responsibility: ask them how they did rather than telling them
Won't everyone get bored and resent all this drilling and slow playing?	No. They won't get bored and resentful if you keep engaging their minds while you work with their muscles. Will they get bored when they experience real improvement? Won't students feel better when they're confident of correct execution.. instead of knowing they can't get that tough spot? Will the young musicians have increased faith in you and work with you more easily...if you can show them how to solve problems and get great results? Challenge them to do better, always better; and gently push them beyond their comfort zone Isn't this how we professional musicians practice?
I know I can't resist the urge to go faster.	Our desire to make progress - or avoid boring the students - sometimes prevails over our understanding of how learning happens. We must remember: Most parents wouldn't expect a one-year-old to button her buttons; Tennis coaches wouldn't expect novices to serve with topspin. We know what happens if the toddler tries to run too soon; it's the same as when we rehearse faster than muscles can play or sing: We go boom! But given slow practice over time - the muscles can do virtually anything. Again: isn't this how we practice?
Maybe All-Staters can do this, but my students are too young.	8 year olders' muscles are more than capable of moving like our All- Staters; Their muscles are already highly trained through repetition. Even 6 year-olders' muscles can move almost instantaneously between opposites: Smile to frown. Grabbing the toy when a sibling's not looking Hugging to pushing away. Quiet to yakking. Quiet to bawling Do this well and their muscles simply won't be able to do otherwise.

Order
Igniting
Response
Now!

Back to
Igniting Home Page